UNIT 1

1. Question:
In your own words, what are the cognitive and language development advantages to
bilingualism? (Unit 1)

Explanation:

There are no advantages in language development (acquisition), but there are cognitive ones:

- More nerve connections and activation of neuronal areas.

- More efficiency and flexibility.

- Prevention of cognitive decline.

- Enhancement of concentration ability.

2. Question:
What drives speakers to speak a specific language? Name factors that influence the use or
knowledge of a specific language. (Unit 1)

Explanation:

The means of acquisition/learning (age, input, intake), the degree of development for each skill,
the functions for which the language is used, and the choice depending on the social context.
3. Question:
In your own words, what is the difference between Mother Tongue and First Language? (Unit 1)

Explanation:

(They are sometimes used as synonyms, though.)

L1: Acquisition within the social context.

MT: Spoken by the family/primary carer, at home. There can be more than one MT, and it may or
not coincide with the L1.

4. Question:
How would you try to avoid and get over fossilization? (Unit 1)

Explanation:

- Encourage them to practice.

- Not focus on all mistakes.

- Praise (and make them realize about) their improvement.

- Motivate.
-…

5. Question:
In your own words, what is the difference between code-switching and code-mixing? Has it ever
happened to you? When and how? (Unit 1)

Explanation:

Code-switching: Within the same conversation. Maybe unintentional, but natural.

(Code-switching can be tag-switching [for exclamations and question tags] or inter-sentential [in
different sentences, keeping both languages right].)

Code-mixing: Within the same clause or sentence. Almost always unintentional.

6. Question:
What are the factors influencing linguistic or communicative competence? Give your own
examples. (Unit 1)

Explanation:

Individual differences. E.g. Age, personality, attitude, aptitude.

Internal processes. E.g. Language transfer, learning styles.

Situational factors. E.g. Extrinsic motivation, social perception, learning

conditions, input quantity and quality.

7. Question:
In your own words, what is the difference between Foreign Language and Second Language?
(Unit 1)

Explanation:

(They are sometimes used as synonyms, though.)

FL: Used within / limited to educational contexts.

L2: Social exposition outside of the classroom.

8. Question:
In your own words, what is the difference between input, intake, and output? (Unit 1)

Explanation:

Input: All information received (by the student).

Intake: The part of the input that is finally acquired/learnt.

Output: The student’s capacity of language production.

 9. Question:
Do you think that, in order to be bilingual, you need to have equal (native) balance? Justify your
answer. (Unit 1)

Explanation:

Not necessarily. In fact, equal balance bilingualism is very, very difficult.

10. Question:
Do you consider yourself bilingual (or multilingual)? If so, define your type of bilingualism (or
multilingualism) considering the context, proficiency, age, social consideration, etc. (Unit 1)

Explanation:

Open answer, considering:

- Social bilingualism (the community using two languages) vs individual bilingualism (the person
using two languages).

- Context: coordinate (separate,simultaneous), compound (compound, simultaneous),

subcoordinate (separate, consecutive).

- Proficiency: balanced (equal)vs dominant (one more than the other).

- Age of acquisition: childhood, adolescent, adult.

11. Question:
In your own words, what is the difference between Bilingualism and Multilingualism? (Unit 1)

Explanation:

Bilingualism is the ability to express oneself in two languages, while multilingualism includes
more than two languages (or their coexistence).

12. Question:
What is interlanguage? How does fossilization relate to it? (Unit 1)

Explanation:

Interlanguage is the autonomous language system created by L2 learners in between their L1

and the target one.

Interlanguage is fossilized when the process itself stops.

13. Question:
In your own words, what is the difference between learning and acquiring a language? (Unit 1)

Explanation:

Acquistion is a spontaneous, natural process usually happening in informal contexts. Thus, it is

usually related to MT and L1.
Learning is a conscious, more artificial process usually happening in formal contexts. Thus, it is
usually related to FL and L2.

14. Question:
What factors influence the use or knowledge of a specific language? (Unit 1)

Explanation:

- Means of acquisition/learning (age, input/intake).

- Skill development (which ones, levels).

- Functions for the language used.

- Social context (location, speaker's relationships, topics).

15. Question:
Would you teach a second language the same way as a foreign language? If not, how would it be
different? Justify your answer. (Unit 1)

Explanation:

Open answer.
It is not exactly the same, as the reality that they will find outside of the classroom in the L2 case
will be more direct, so we may need to adapt to their more pressing needs.
16. Question:
How is semantic information stored in the bilingual brain? (Unit 1)

Explanation:

Although there has been debate on this for a long time, the latest studies point to mental lexicon
being stored separately in three different groups: Concepts, L1, and L2.

UNIT 2
1. Question:
How are monolingual classes different from multilingual ones? As a teacher, would you act them
equally? Name a few advantages and disadvantages for teaching multilingual classes. (Unit 2)

Explanation:

Open answer.

It is certainly different, as, in multilingual classes, we cannot use a common language, and the
backgrounds (linguistic and cultural) will be very different.

Advantages: Less temptation to use L1. More variation and diverse learning.

Disadvantages: More difficult communication. Different mistakes, learning styles and strategies
(cultural backgrounds).
 2. Question:
What is linguistic interference or negative transfer? Provide examples to justify your answer.
(Unit 2)

Explanation:

Errors or mistakes derived from L1. (Structural, lexical, cultural, communicative, etc.).

They can transfer from any language known.

3. Question:
What is contrastive analysis and how does it help the learning of foreign languages? Provide your
own examples to justify your answer. (Unit 2)

Explanation:

Contrastive analysis is helpful to identify interference, as it is the comparison of both linguistic

systems to predict errors and difficulties so that it has the ability to predict and plan strategies to
avoid them.

4. Question:
Name typical interferences of Spanish-speaking students of English as a Foreign Language.
Explain ways to prevent this type of mistakes. (Unit 2)

Explanation:

Explain me, listen me and say me

I have a good new

Give an advice

I am agree

Childrens, foots, tooths,…

I like food Italian

Too much people / People is very nice

I have 15 years

Excessive use of article the

Number (and gender)

Adjective order

Subject omission

For to
-ed vs -ing adjectives

Modal verbs + to

Less passive voice use

False friends

5. Question:
Have you ever been in monolingual EFL/EL2 classes? And multilingual? What do you think are
the differences? (Unit 2)

Explanation:

Monolingual classes: All students speak the same L1.

Multilingual classes: The students’ L1 is different.

6. Question:
How can you prevent interference mistakes or negative transfer in the learning of English as a
Foreign Language? Provide your own examples to justify your answer. (Unit 2)

Explanation:

Make them aware of the possible negative transfer. (This does not mean that all of them need to
be managed, though… nor that we do nothing about them.)

Interference is found in all linguistic levels. Phonetics, e.g. vowels, especially schwa /ә/.
Semantics, e.g. verb dualities such as lend/borrow. Pragmatics, e.g. the use of plain imperative is
rude. Grammar, e.g. dropping the subject.

We need to deal with them individually.

Pronunciation: Tongue twisters & challenge. Minimal pairs

Lexicon & false friends: Visual aids (especially humor). Role plays

Make lists: Most common errors. Potential problems

Specifically-created materials: Textbooks and own Based on contrastive analysis.

7. Question:
Name and exemplify tips for teaching multilingual groups (as opposed to monolingual). (Unit 2)

Explanation:

Open answer.

Be open and respectful: Extra-care with customs and habits.

Welcome the linguistic and cultural difference: Create a corner where all languages are
compared to the target one, multicultural library in English, etc.
Especial focus on the skills: Also, on interaction and culture.

Use diversity to foster interaction: E.g., new topics, differences and similarities, etc.

Work in small groups: Try avoiding the same L1 to avoid the comfort zone.

8. Question:
Do you think that the languages that we already know affect the learning of new ones? How?
(Unit 2)

Explanation:

Yes, at all linguistic levels (phonetics, semantics, pragmatics, grammar, etc.). (It is studied by
contrastive analysis.)

There is Linguistic Interference or negative transfer (errors because of the L1), but also positive
(when L1 helps or is similar to the FL).

9. Question:
Explain some of the strategies to motivate the use of the foreign language in a (monolingual)
class? Give your own examples to justify your answer. (Unit 2)

Explanation:

Discussion and awareness: Benefits of using as much FL as possible.

Confidence-building: It is O.K. to make mistakes.

Pre-task help: Knowledge activation, useful vocab & structures...

Time limit & Traffic light: Specific periods where “No L1”, “Some L1”, or “L1 OK” can be specified.

One-minute rule: If someone breaks it, they need to speak about a specified topic for one minute.

Assignation of roles for groups: Rotatory decision-maker, spokesperson, secretary, etc.

Purposeful tasks: Design activities focused on the basic skills and their down-to-earth usefulness
(dialogues, role-plays, etc.).

Reward: Positive feedback (but necessarily not only that).

9. Question:

In your own words, what is Content and Language Integrated Learning? How does it affect you as
a teacher of English as a Foreign Language? (Unit 2)

Explanation:

CLIL: Bilingualism in education: Non-linguistic subjects and courses are taught in a foreign
language.
We as teachers of FL should know what is needed in the non-linguistic (content) areas in order to
support them providing the language as a communication tool, within our possibilities.
10. Question:
How would you deal with interference in pronunciation, lexicon, and grammar? (Unit 2)

Explanation:

Pronunciation: Tongue twister challenges, minimal pairs.

Lexicon (false Friends): Visual aids, role plays, lists.

Grammar: List of most common errors.

11. Question:
Name false friends in English (for Spanish speakers). Explain ways to prevent this type of
mistakes. (Unit 2)

Explanation:

Diversion-desvío; fun-diversión

Actually-en realidad; currently-actualmente

Assist-ayudar; attend-asistir

Conspirted-estreñido

Sick-enfermo.

Make them aware of the possible negative practice and deal with them individually.

UNIT 3
1. Question:
Name advantages and disadvantages to the Silent Way Method. (Unit 3)

Explanation:

Advantages: Emphasis on the student’s process of discovery and solving (cognitive aspects).
Consideration of the student’s psychology and development.

Disadvantages: Lack of feedback. Slow progress. Teaching is very demanding. Difficult beyond
early stages. No support for language.
2. Question:
Despite having been heavily criticized, why do you think Grammar-Translation has stood the test
of time? Justify your answer. (Unit 3)

Explanation:

Some of the techniques and approaches are still used in that it focuses very much on grammar
and vocabulary, which are key aspects in FL learning/teaching.

3. Question:
Name advantages and disadvantages to the Direct Method. (Unit 3)

Explanation:

Advantages: It covers the student's basic communicative needs (it is a predecessor to

immersion); it focuses on the situation and (more) real language use.

Disadvantages: The methodology is unsystematic; teachers are expected to be native speakers

of the FL; beyond early stages, it may be difficult to apply.

4. Question:
Why do you think the Classical Methods of Foreign Language Teaching have stuck around? (Unit
3)

Explanation:

Open answer.

First consideration of FLT. Some of their techniques have evolved, but the attention to the
vocabulary, grammar, translation, and written skills (Grammar-Translation) and the oral ones,
especially focusing on practicality and associations (Direct Method) have been passed on to
later methodologies.

5. Question:
Name advantages and disadvantages to Community Language Learning. (Unit 3)

Explanation:

Advantages: Development of critical thinking. Cooperation to build knowledge.

Disadvantages: Not supported linguistically. Teaching is very demanding. Lack of syllabus and
unclear language objectives. Only suitable for small groups.

6. Question:
What are the advantages and disadvantages to the Reading Method? (Unit 3)

Explanation:

Linked to Natural approach (Affective filter, comprehensible input). Importance of respect for
beginners’ “silent” period. Especially useful for children. “Simon says” kind of
exercisesAdvantages: Useful for large groups. Teaching skills are not very demanding. Useful to
learn vocabulary.

Disadvantages: Only/Largely focused on reading (not oral skills). Too controlled from / focused
on the grammatical and vocabulary.

7. Question:
How has the Oral and/or Situational Language Teaching Method influenced foreign language
teaching? (Unit 3)

Explanation:
Use of dialogs and pictures to introduce the topic.

The teaching sequencing is still used: (1) presentation / introduction of the item through dialogs;
(2) Controlled practice through repetition; (3) “Free” production or transfer of knowledge through
parallel situations.

8. Question:
Name advantages and disadvantages to Suggestopedia. (Unit 3)

Explanation:

Advantages: Affectivity and the learning environment is taken into consideration. Importance to
motivation and self-confidence (conscience of the negative aspects and need for reduction of
the students’ stress.

Disadvantages: No linguistic support. Possible fatigue from the experience (very demanding for
students and teachers). Only for small groups.

9. Question:
Name advantages and disadvantages to the Grammar-Translation Method. (Unit 3)

Explanation:

Advantages: L1 is permitted; it is easy for teachers to apply; it helps mental training and
intellectual growth.

Disadvantages: Massive lists of rules and vocabulary; no real practice (beside translation); lack
of coherence with real use of the language.

10. Question:
The Natural Approach’s Input Hypothesis refers to the idea that, in order to move forward in a
stage i, the input received by the student needs to be really i+1. Why do you think that is? (Unit 3)

Explanation:

If the input is just (or below) the students' level, they will not advance in their knowledge. If it is
too far or too difficult, they will demotivate and frustrate, as it is unattainable.

(This does not apply to assessment instructions, where the level needs to be slightly below the
students’; the instructions should not be a comprehension test.)

11. Question:
How has Community Language Learning influenced foreign language teaching? (Unit 3)

Explanation:

Echoed in cooperative learning. Teacher’s role is very present. Value of the learner’s experience.
12. Question:
The Communicative Approach, despite its criticisms, has been very influential in FL teaching.
Why? Can you give examples of it? (Unit 3)

Explanation:
Textbooks are task-oriented. Emphasis on the learner’s autonomy and responsibility in the
learing process. Very much used in CLIL and Task-Based Learning.

13. Question:
What makes Humanistic (or holistic) methods so peculiar? Have you ever been trained in any of
these Humanistic Approaches? How was your experience? Would you use them in class? (Unit 3)

Explanation:

Humanistic methods, beginning approximately in the 1960s, brought psychology to FL teaching,

together with the focus on individual characteristics and learning styles. Thus, the student is
regarded as a whole (rational, but also emotional).

Interest in psychology rather than linguistics. Minimizing anxiety, focus on self-confidence and
experience.

14. Question:
How has your language-learning experience been regarding different methodologies and
approaches to Foreign Language Teaching? Describe your experience critically stating
advantages and disadvantages to the methodology / methodologies used. (Unit 3)

Explanation:

Open answer.

15. Question:
Out of all the methods and approaches seen, which one do you like best and why? {Grammar-
Translation, Direct, Audiolingual, Oral, Silent Way, Community Language Learning, Natural,
Suggestopedia, Total Physical Response, Reading, Situational, AudioVisual, Structural Global
AudioVisual.} (Unit 3)

Explanation:

Open answer. Expected: Advantages of them.

16. Question:
What are the most important contributions of the Reading Method to Foreign Language
Teaching? (Unit 3)

Explanation:

The Reading Method’s most important contributions are the graded readings and the specific
techniques very useful to reading, such as skimming and scanning.

17. Question:
How has the Direct Method influenced foreign language teaching? (Unit 3)

Explanation:

The use of repetition and pattern practice to interiorize structures; separation of the different
skills to deal with them individually; value of practice; language laboratories; importance of
vocabulary graded control.
 18. Question:
How has the Direct Method influenced foreign language teaching? (Unit 3)

Explanation:

It is the first focus on real oral communication; it uses everyday vocabulary and structures not
through lists, but through association and demonstrations. It is somehow the pioneer to the
more communicative current approaches.

19. Question:
What are the advantages and disadvantages of the Audiovisual and the Structural Global
Audiovisual methods? (Unit 3)

Explanation:

Advantages: They show a progression in the introduction of content. Emphasis on pronunciation

and phonology. Use of audiovisual content (drawings, audios, film, slides, etc.).

Disadvantages: Sometimes the similarities between the utterances and the visual content may
be questionable. Teaching sequencing is too dogmatic.

20. Question:
How did the Second World War affect the teaching of Foreign Languages? (Unit 3)

Explanation:

The invasion / reconquering of Europe, with all the different countries and their languages,
created a necessity for soldiers to learn quickly how to communicate. That is how the
Audiolingual and the Oral methods “replaced” the (more paced) Grammar-Translation one.

21. Question:
How has the Silent Way influenced foreign language teaching? (Unit 3)

Explanation:

It is echoed in cooperative learning. The teacher’s role is very involved. The learner is conscious
of his/her experience.

22. Question:
Name advantages and disadvantages to the Audiolingual Method. (Unit 3)

Explanation:

Advantages: It focuses on each of the skills; it is based on linguistic principles, not merely
academic; it brings about the syntax progressively; it uses varied techniques.

Disadvantages: The variation of techniques makes it sometimes not such a clear-cut

methodology; there is no creativity, but rather repetition; beyond intermediate-advanced students,
progress is difficult.

23. Question:
What would you consider to be the influence of the Audiovisual and the Structural Global
Audiovisual methods in Foreign Language Teaching? (Unit 3)

Explanation:

Use of audiovisual material

(especially films). Use of language labs and teacher's book.

24. Question:
Name advantages and disadvantages to the Audiolingual Method. (Unit 3)

Explanation:

Advantages: It was baked by linguistic research. Use of pictures for didactic material; use of
pedagogy and more focus on the student.

Disadvantages: Still, there is no focus on communicative competence or creativity, but rather

repetition and habit formation.
25. Question:
What is the most important contribution of the Situational Approach to Foreign Language
Teaching? (Unit 3)

Explanation:
It finally gives scientific basis for the sequencing of the oral method, especially the use of dialogs
and pictures to introduce topics.
26. Question:
Name advantages and disadvantages to Total Physical Response. (Unit 3)

Explanation:

Advantages: Influenced by Krashen’s affective filter and comprehensible input (input+1) to avoid
stress. Respect of the student’s “silent” period. Unaggressive pedagogy. Very good for beginners.

Disadvantages: Difficult for heterogeneous classes and for adults. Need to be complemented
with other methods. Infantilization of adult learners.
27. Question:
How has the Natural Way influenced foreign language teaching? (Unit 3)

Explanation:

The importance of the Natural Approach is the idea that, even though there is learning involved,
trough a correct input and the emotional preparation of the students, we can “soften” the
learning, almost make it as an acquisition of the language (L2/FL is learned like the L1) through a
real, authentic use of the materials, and the appropriate pacing of the tasks.
28. Question:
How has Total Physical Response influenced foreign language teaching? (Unit 3)

Explanation:

Linked to Natural approach (Affective filter, comprehensible input). Importance of respect for
beginners’ “silent” period. Especially useful for children. “Simon says” kind of exercises.
UNIT 4
1. Question:
Which variety or varieties would you teach in the English as a Foreign Language classroom?
Why? (Unit 4)

Explanation:

Open answer.

Probably the best would be our own, the one in which we are more fluent and comfortable with
its culture.

2. Question:
Do you have a favorite variety of English? Which one and why? (Unit 4)

Explanation:

Open answer. Justify the importance of the mentioned variety.

3. Question:
Do you consider English as today’s lingua franca? Why (not)? (Unit 4)

Explanation:

It is clearly a very powerful language, and the countries that speak it (e.g., USA) are the most
influential economically, politically, culturally, etc.

(Lingua franca: Used mainly for trading when there is no common language. I.e., in theory, it
excludes native speakers.)

4. Question:
Do you think English will continue being used as “the” lingua franca? Why (not)? (Unit 4)

Explanation:

Open answer.

There may be others, but the more the language is established, the most possibilities it continues
to be so, especially in a global world and communication society. Still, historically, other
languages were “the” lingua franca (Latin, French, etc.), but as soon as the civilizations or the
countries attached to those languages faded, so did they.

(Firefly / Serenity case with Chinese.)

5. Question:
Would you use any of this History of the English Language in class? How and for what? (Unit 4)

Explanation:
Open answer.

It would be interesting to make them aware of the complexity of the English Language: Why there
is much variation in pronunciation and spelling, the different plurals, etc. Plus, it adds the idea of
culture and history of Great Britain.

6. Question:
What are the semantic fields most influenced by English in Spanish? Provide examples of your
own. (Unit 4)

Explanation:

Technology and telecommunications. Leisure. Visual arts and fiction. Sports. Media (press &
magazines, televisioón, radio), the Internet.

7. Question:
Is exposition to different varieties of English important for learners? Why (not)? of English
important for learners? Why (not)? (Unit 4)

Explanation:

It is important that our students are exposed to different varieties of English (and even their
cultures), as it will prove them the language is actually spoken worldwide with their own different
cultures associated to it.

8. Question:
What are Kachru’s circles of English? How do they classify the globality of the English
Language? Provide examples of your own. (Unit 4)

Explanation:

As English is a global language, we may find different uses of it by natives and non-natives.

Inner circle: Norms developed. Traditional historical English-speaking regions. E.g. USA, UK,
Republic of Ireland, Canada, Australia, New Zealand, South Africa, etc.

Outer circle: Norms developing and mixing. Diaspora & Empire. English as lingua franca between
ethnicities, government, commerce, etc. E.g. India, Singapore, Malaysia, Philippines, Jamaica.

Expanding circle: Norms followed. English as a FL / language of foreign communication. More

than 100 countries list as the major FL.

9. Question:
Would you consider Present-Day English a synthetic, or an analytic language? Justify your
answer providing your own examples. (Unit 4)

Explanation:

Synthetic: With inflections.

Analytic: (Almost) No markings and inflections.

 10. Question:
What is the historical downside of English having become a most powerful language today? (Unit
4)

Explanation:

Feelings towards the colonization (and the language) are diverse.

It is a powerful language, a lingua franca (business and communication), but it brings with it
brings about the diminishing of the local languages.

Acculturation.

11. Question:
How many languages, do you think, have deeply influenced Present-day English? (Unit 4)

Explanation:

Base: Anglo-Saxon.

Originally: Celtic and Latin, then Germanic.

6th century: Christianity (back to Latin).

Dane Law: Scandinavian raids between 8th and 10th centuries. (Loss of inflections).

1066: Norman conquest (French for upper classes.)

Renaissance: Back to classic languages.

Empire: Influence of the languages of the colonies.

12. Question:
How has History influenced the raising of English as a most powerful language today? (Unit 4)

Explanation:

UK and its Empire: North America from the 16th-17th centuries (religion and

commerce). Australia and New Zealand from the 18th century (convicts). Territories of Asia and
Africa (trade).

WWII and the rise of the USA as the most powerful Western country.

In Science and technology it is also the lingua franca.

13. Question:
How do you think English is used in Spain today? Do you think it will change? If so, how? (Unit 4)

Explanation:
We tend to have good grammar, but little practice. Generally, our level is probably better than we
think, probably because of our lack of interaction in our learning history.

14. Question:
Is there a “best” English to be taught? Why (not)? (Unit 4)

Explanation:

Not really. Probably the best English is our own, the one in which we are more fluent and
comfortable with its culture. In Europe traditionally it’s been the British (including Received
Pronunciation), but, for practical reasons, American English (General American) might be more
interesting (after all, English is a lingua franca thanks to the USA influence on the world).

15. Question:
Is there any downside to the fact that English is (one of) the most powerful language nowadays?
(Unit 4)

Explanation:

Open answer.

Colonization, acculturation.

16. Question:
Why do you think that English has been (and still is) so powerful a language worldwide? (Unit 4)

Explanation:

Open answer.

Mainly because of History (the British Empire and later, the outcome of World War II). Also, it is
the language of science.

17. Question:
Has the English Language suffered any external change? Give examples to provide your answer.
(Unit 4)

Explanation:

Contacts with other languages, innovations and new issues, political and social identity, etc.
18. Question:
Has the English Language suffered any internal change? Give examples to provide your answer.
(Unit 4)

Explanation:

The needs of the language (e.g. vowel shifts, synthetic to analytic, etc.).
19. How would you present in class the necessity to learn
English? Reason your answer. (Unit 4)
It is a lingua franca nowadays.
English is all around us, including the Spanish language. Anglicisms are not infrequent, in many
areas: Technology and telecommunications. Leisure. Visual arts (fiction). Sports. Media:
Magazines, television, radio. The Internet.
20. Question:
What are the consequences of the wide usage of English as a lingua franca today? Provide your
own examples to justify your answer. (Unit 4)

Explanation:

Learning of English for specific (international) purposes: Business English.

Influences of other languages in English and Interna(tiona)lisation.

World Englishes and Basic Global English.World Englishes (a.k.a. New English): Varieties of
English influenced by the local language.

UNIT 5
1. Question:
What are the main characteristics of English for Specific Purposes? (Unit 5)

Explanation:

Register analysis (identification of specific grammar and lexicon);

Discourse analysis (text organization patterns, cohesion, coherence);

Target situation analysis (procedures, motivation and needs);

Skills needed;

Language learning processes.

2. Question:
Name the characteristics of Business English as a Lingua Franca. (Unit 5)

Explanation:

BELF is:

A shared resource by international trade professionals.

It is a global language, not a variety of English.

It is related to multiculturalism and multilingualism.

It involves knowledge and skills.

It relies on context and use.

 3. Question:
Have you ever attended an English for Specific Purposes course? Which one was it and how was
your experience? If not, which one would you like to attend and why? (Unit 5)

Explanation:

Open answer.

Cue: Why are ESP courses important and useful.

4. Question:
What is the main focus of English for Specific Purposes as opposed to English as a Foreign
Language? Reason your answer. (Unit 5)

Explanation:

It focuses on the learners’ needs.

It is time and goal-directed.

It is not a special variety, but rather a different approach.

It needs to focus on communication in the specific context and specific vocabulary, not simply
grammar and general communication.

It focuses on professional adults with some basic knowledge of English.

It requires no particular methodology or teaching material.

5. Question:
How can we help our students understand the discourse as well as the cultural values of English
for Specific Purposes? (Unit 5)

Explanation:

Use a competence-based approach on their needs (language and specific purposes).

Teach the underlying knowledge (the culture on the field).

Develop strategic competence (real-life practice).

Raise critical awareness (help them find a better position in learning the language).
6. Question:
As an instructor, what should your needs or requirements be before teaching an ESP course?
Justify your answer. (Unit 5)

Explanation:

Teachers should be:

- Experts on both language and the specific field.

- Familiarized with the textbook to be used.

- Aware of the learners’ needs: What do they need English for? In what contexts will it be used?
(Sociolinguistic and geographical setting) What skills do they need especially developed?

- In constant reevaluation of the material and in search of other that will complete their demands.
7. Question:
What is the most complicated part of teaching English for Specific Purposes? Name difficulties
pertaining the teaching of English for Specific Purposes and justify or exemplify your answer.
(Unit 5)

Explanation:

Terminology.

Balancing their need for subject content and the language (grammar, pragmatics, etc.).

Providing enough interaction opportunities for fluency.

Providing comprehensible and specific input to later develop their output.

Making them aware of cross-cultural elements.

Selecting resources (engaging materials for them to become autonomous, scaffolding,

constructive feedback).

8. Question:
What does Global Communicative Competence imply in Business English as a Lingua Franca?
(Unit 5)

Explanation:

Global Communicative Competence includes:

Communicative competence (language skills).

Multicultural competence (management of situations in different cultures).

BELF competence (specific communication skills).

Business knowhow (specific business knowledge).

9. Question:
What elements should be considered in order to help students understand how discourse is
affected when teaching English for Specific Purposes. Give examples to justify your answer.
(Unit 5)

Explanation:

Use a competence-based approach on their needs (language and specific purposes).

Teach the underlying knowledge (the culture on the field).

Develop strategic competence (real-life practice).

Raise critical awareness (help them find a better position in learning the language).

10. Question:
What are the linguistic analyses or stages that should be considered when dealing with English
for Specific purposes? (Unit 5)

Explanation:

Register analysis (identification of specific grammar and lexicon); Discourse analysis (text
organization patterns, cohesion, coherence); Target situation analysis (procedures, motivation
and needs).

11. Question:
What steps would you take to prepare an English for Specific Purposes course? (Unit 5)

Explanation:

Need analysis (what the students will require).

Curriculum design (vocabulary, grammar, discourse, skills needed).

Selection of methodology and material (best to be achieved).

Diagnosis and feedback on performance (assessment).

Evaluation of goals achieved.

12. Question:
Explain the difference between English as a Foreign Language and Business English as a Lingua
Franca. (Unit 5)

Explanation:

Skills required for successful interaction: Native speaker-like language vs Business

communication + Strategic

Speaker aims: Emulation of native speaker discourse vs Get the job done

Culture: Native national vs Business communities and individual backgrounds

English ownership: Natives vs Nobody and everybody

English Learnt by: Non-natives vs Natives and non-natives.

13. Question:
How can we categorize and realize the different options presented by ESP? (Unit 5)

Explanation:
Level 1:

Science and technology.

Business and economics.

Social Sciences.

Level 2:

Medicine and Technology.

Economics and Secretary.

Psychology teaching.

Also:

English for Academic Purposes.

English for Occupational/Vocational Purposes.

14. Question:
Name and explain with your own words the steps to prepare an ESP course. (Unit 5)

Explanation:

Needs analysis. What will they require?

Curriculum design. Vocabulary, structures, suprasentential elements, discourse creation

(cohesion & coherence), skills needed, etc.

Material and methodology selection. How is the syllabus going to be developed?

Assessment. Diagnosis and feedback on performance.

Evaluation. Appraisal of goal and standard achievement.

Also possible:

Need analysis (what the students will require).

Curriculum design (vocabulary, grammar, discourse, skills needed).

Selection of methodology and material (best to be achieved).

Diagnosis and feedback on performance (assessment).

Evaluation of goals achieved.

15. Question:
How is English for Specific Purposes different from English as a Foreign Language? (Unit 5)
Explanation:

It focuses on the learners’ needs, as it is goal-directed.

It is not a special variety, but rather a different approach: It needs to focus on communication in
the specific context and specific vocabulary, not simply grammar and general communication.
It focuses on professional adults with some basic knowledge of English.
16. Why does Business English as a Lingua Franca exist? (Unit 5)
There is a need for a common language to communicate in trade with more non-native speakers
than native.
In this context, English becomes a neutral, equal, and non-culturally dependent language.

17. Question:
Why is it necessary to understand the cultural discourse in English for Specific Purposes?
Reason your answer. (Unit 5)

Explanation:

Use a competence-based approach on their needs (language and specific purposes).

Teach the underlying knowledge (the culture on the field).

Develop strategic competence (real-life practice).

Raise critical awareness (help them find a better position in learning the language).

UNIT 6
1. Question:
When and how did the British Empire rise? How many stages were there in the British Empire?
Briefly explain them. (Unit 6)

Explanation:

First colonies and territories from the late 1400s, by overseas trade, but the settlements had
seriously increased in the 16th century (India, Africa, New England & Virginia, Canada, and the
West Indies).

There are three main stages:

1. First British Empire by the 18th century, especially with the North American and Caribbean
colonies and settlements due to trade. This is the time of the East India Company and others,
which took raw materials (spices from India, tobacco and cotton from North America, sugar from
the West Indies) and slaves. It ends with the independence of North American colonies.

2. Second Empire: By the 19th century, with the Industrial Revolution, the empire becomes more
political than commercial. It expands to Africa and the Pacific (Australia, New Zealand, Burma,
Malay, etc.).

3. End of the Empire and Commonwealth: The end of the Empire begins with the Independence
of India and Pakistan. The decolonization process lasted until 1997 (Hong Kong), but many of
the former empire countries joined the Commonwealth.
 2. Question:
How can we include culture in the English as a Foreign Language class? (Unit 6)

Explanation:

It should be done regularly using the target language as much as possible, realia (oral and
written texts), in activities (quizzes, roleplays, research projects, etc.).

3. Question:
If you had to teach about the USA and Canada, what would you teach and why? (Unit 6)

Explanation:

Composition.

Independence, Constitution & Civil War.

Accents.

Flag & symbols.

4. Question:
How do Language, History, Society, Identity, and Culture relate? (Unit 6)

Explanation:

Language brings communication to communities.

Society is the community conscious of being so.

Culture includes the knowledge, traditions, etc. of a community.

History refers to the reconstruction of a community’s past, the facts evaluated and analyzed.

5. Question:
How would you introduce (other) English-speaking cultures and identities in the English as a
Foreign Language classroom? Justify your answer. (Unit 6)

Explanation:

Open answer.

It is necessary, but not easy, as most textbooks only focus on British or American culture. We
need to give our students a wider perspective of the cultures involved with English.

6. Question:
Can Identity be imposed institutionally? How? (Unit 6)

Explanation:

Although it is the result of one’s experience (a sense of belongingness), it can be imposed

through the creation of nationalities.
 7. Question:
How do you think bilingualism affects personal and cultural identity? (Unit 6)

Explanation:

As Language and Culture are intimately related (rules, values, traditions, socialization, etc.), if one
is bilingual, it is possible that he / she is also bicultural (identified with both cultures that he / she
speaks). Still, sometimes acculturation can happen, when a more dominant language/culture
modifies (or may even wipe) the less powerful one.

8. Question:
If you had to teach about Australia and New Zealand, what would you teach and why? (Unit 6)

Explanation:

History: Colonization and Aboriginals.

Commonwealth of Australia.

Immigration.

NZ: Bicultural with Polynesians & Maroris and British.

Head of the state.

9. Question:
How does Identity affect Society, Language, History and Culture? (Unit 6)

Explanation:

Identity is the sense of recognition and sharing within a community (feelings, thoughts, ideas,
etc.), so it is connected with History through the awareness of the community’s common past.

It relates to society through the feeling of being part of that community or constructed group.

It is key to uphold Culture as another way of tying the community and its traditions together.

Language is very useful to create that identity, especially as being opposed to another
community.

10. Question:
How does Culture affect Language? (Unit 6)

Explanation:

Culture, being a set of values, costumes, beliefs, and practices, is both shaped and shapes
Language, which becomes a necessary means to transmit it through generations.

11. Question:
What is ‘Little C’ culture? Give two examples to be taught in the English as a Foreign Language
class. (Unit 6)
Explanation:

It is everything that makes up a community, the values, attitudes, customs, myths, legends,
traditions, behaviors, etc.

(Examples on their own).

12. Question:
What are the different types of Culture? Explain them. (Unit 6)

Explanation:

- Big C: The canon inherited from the past, acknowledged by the elites, including History, Art,
Institutions, etc.

- Little C: Whatever makes a community as such (attitudes, values, economic, social, and political
conditions), usually held by the working classes, and including the folklore, the myths and
legends, the behavior patterns, traditions, way of life, etc.

13. Question:
How does Language specifically influence Society, Culture, and Identity? (Unit 6)

Explanation:

In order to create Identity (as individuals or as a group), we need to interact with Language with
others. That is how common identities (and cultures) can be constructed and differentiated by
opposition to “the other(s)”.

14. Question:
Do you think teaching culture in the English as a Foreign Language class is difficult? Why? (Unit
6)

Explanation:

Teaching culture is challenging (but rewarding):

- The values, meanings, and beliefs are better interpreted through one’s experience.

- Some reflection on our own culture needs to be executed.

- It includes knowing not only the Language, but also the sociology, ethnography, mores, etc.

15. Question:
What culture do you think should be taught in the English as a Foreign Language class? Why?
(Unit 6)

Explanation:

Open answer.
Both, as they both complete the Language targeted. They both are usually represented in
textbooks (mainly UK and USA), but we need to think of English as a global language and full of
cross-cultural communication.

16. Question:
Do you think Culture should be a key element in Foreign Language Teaching? Justify your
answer. (Unit 6)

Explanation:

Yes. Language constructs and is constructed by Culture and the Society or Societies to which it
is attached. We cannot truly understand the Language without the “Big C” and the “Little C”
involved with it.

17. Question:
What is really the complexity of the term "Culture"? (Unit 6)

Explanation:

Culture is a very complex term:

- It helps determine humans as part of a community or society.

- It emerges from our needs as a social group.

- It is the set of values, costumes, beliefs, and practices which constitute a community’s way of
life.

- It involves aesthetic, sociological, semantic, and sociocultural senses.

- It is the cultivation of the land.

- It helps create a sense of unity through language, and the ideas and practices expressed by it.
18. Question:
What cultural identities predominated in the English as a Foreign Language classroom when you
were a student? Why do you think that was? (Unit 6)

Explanation:

Open answer.

Traditionally, textbooks tend to focus on UK and USA cultures.

19. Question:
If you had to teach about the UK, what would you teach and why? (Unit 6)

Explanation:

Open answer.

UK vs GB vs England.

Accent.
Celebrities.

Flag & symbols.

Music.
20. How does History affect Language? (Unit 6)
Invasions and external changes.
21. Question:
How does Society affect Language? (Unit 6)

Explanation:

Society unites people, creating a sense of identity, which is also shaped by language. This sense
of identity needs to be produced through interaction, performed mainly by Language.
22. Question:
Do you think that cultural identity is static? What influences its evolution? (Unit 6)

Explanation:

It is not truly static, especially nowadays, with a globalized world (mainly through economy,
technology, and the Media) which influences nationalism and transnationalism.

23. Question:
What is ‘Big C’ culture? Give two examples to be taught in the English as a Foreign Language
class. (Unit 6)

Explanation:

It is the canon, the one preserved by the elites, the one given by History and the Institutions.

(Examples on their own).

24. Question:
Name frequent stereotypes in which it is frequent to fall regarding English-speaking cultures.
Would you tackle them in class? (Unit 6)

Explanation:

English: Polite, shy, clumsy.

Welsh: Funny, attractive accent.

Scottish: Aggressive, tight-fisted.

Irish: Good, plain.

USA: Materialistic, obese.

Canadians: Polite, hockey.

Australia: Beach life, easy-going.

Open answer.

UNIT 7
1. Question:
What is literature for young adults? Can you think of specific characteristics of young adult
readers? (Unit 7)

Explanation:

Open answer.

Young adults are very diverse (backgrounds, races, sexual orientations, values, etc.) and also
digital natives that engage with Literature in non-traditional ways, social networks, fanfiction, etc.
This may be the way to appeal to them through non-conventional texts.

2. Question:
Name advantages and disadvantages of using literature in the English as a Foreign Language
classroom. (Unit 7)

Explanation:

Advantages: Connection with language in use, development of critical thinking, channeling

culture and identity, connection with feelings and emotions.

Also advantages: Use of authentic materials & real language. “Excuse” to use different language
skills. Cultural enrichment through exposure. Personal growth (involvement, imagination,
creativity…). Motivation.

Disadvantages: Difficult selection of texts, language or topics can be too complex, cultural
concepts can be hard to grasp, classical texts may not be very attractive.

Also disadvantages: Lack of methodological preparation. Deficiency in objectives on the role of

literature in the EFL class. Scarcity of pedagogically-designed materials.
3. Question:
What are transmedia works? Name a few. Would you use them in class? Why and how? (Unit 7)

Explanation:

Works of art/Literature that develop their narrative on different platforms or format, including
digital technologies.

The Matrix.

Buffy, TVS.

Star Wars.

Harry Potter.
Lemony Snicket’s A Series of Unfortunate Events.

Twilight.

The Hunger Games.

Open answer.

4. Question:
Would you use only literary masterpieces in the English as a Foreign Language class? Justify
your answer providing your own examples. (Unit 7)

Explanation:

Open answer.

Not necessarily, due to the level, or the motivation. Still, it would be interesting to tackle both
canonical and non-canonical works.
5. Question:
Name reasons to use literary texts in the class of English as a Foreign Language. (Unit 7)

Explanation:

Open answer.

Literature is a key element to be used in class, ever since the Grammar-Translation (as a tool)
method until nowadays (as a resource and part of integral communicative language learning).

It is great for vocabulary and grammar, language awareness, sociolinguistic and pragmatic
competences, and as a source for culture (both Big C and small C).

Also:

- For the language.

- For the context & culture.

- For the sake of Literature (text as art).

- For the involvement or psychology of the reader.

6. Question:
What are “the canon wars”? What is your position on this issue? Justify your answer. (Unit 7)

Explanation:

The canon wars was a dispute starting in the 1980s-1990s in which teachers and publishers
began challenging and demanded the “canonical” lists to be reexamined and changed to include
other styles, genres, the literary history for the exclusion of specific works and authors, etc.

Open answer.
 7. Question:
Name specific features of young adult literature. How can it be appealing to English as a Foreign
Language students? (Unit 7)

Explanation:

Metafiction and non-traditional literary rules.

New genres.

Multimodal & transmedia works.

Open answer.

8. Question:
What (type of) literature would you use in the English as a Foreign Language classroom? (Unit 7)

Explanation:

Open answer.

As much as I could, because it is a good resource for culture, as well as a great tool for language
use.

I would try to include both canonical and non-canonical, different genres and authors (preferably
from different English-speaking countries, etc.)

9. Question:
How can we motivate or engage our students to read? (Unit 7)

Explanation:

Use diverse literature.

Go for metafiction & transmedia.

Foster critical thinking.

10. Question:
What elements would you consider when selecting a literary work for class? (Unit 7)

Explanation:

Student level, personal experience, age, and psychological characteristics.

11. Question:
What is Literature for Young Adults? Name literary works for young adults. Why is it a difficult
concept? (Unit 7)

Explanation:

Open answer.
The Catcher in the Rye. The Outsiders. The Babysitter’s Club. The Giver. American-Born Chinese.

It is a difficult term because of:

- Different perspectives (publishers, teachers, etc.).

- Definition of “young adult”.

- Something more than traditionally-written literature.

- Comparison and boundaries with children’s literature, adult’s literature, etc.

12. Question:
Name and explain problems or difficulties regarding the use of literature in the English as a
Foreign Language class. (Unit 7)

Explanation:

Lack of methodological preparation. Deficiency in objectives on the role of literature in the EFL
class. Scarcity of pedagogically-designed materials.

Also: Difficult selection of texts, language or topics can be too complex, cultural concepts can be
hard to grasp, classical texts may not be very attractive.

13. Question:
Can you think of different ways or uses of Literature in the FL class? Which of the perspectives of
the Tasmanian Model do you like best and why? (Unit 7)

Explanation:

Open answer.

Tasmanian Model: Cultural heritage, Language skills, Personal growth, Functional, Critical
literacy.

14. Question:
Give tips to engage students to read literary works (in English). (Unit 7)

Explanation:

Use diverse literature.

Go for metafiction & transmedia.

Foster critical thinking.

15. Question:
Why would you use literary texts in the FL class? (Unit 7)

Explanation:

Open answer.
Literature is a key element to be used in class, ever since the Grammar-Translation (as a tool)
method until nowadays (as a resource and part of integral communicative language learning).

It is great for vocabulary and grammar, language awareness, sociolinguistic and pragmatic
competences, and as a source for culture (both Big C and small C).

Also:

- For the language.

- For the context & culture.

- For the sake of Literature (text as art).

- For the involvement or psychology of the reader.

16. Question:
Name books that you would use in class and justify your choices. (Unit 7)

Explanation:

Open answer.

The Curious Incident of the Dog in the Night-Time.

Refugee Boy.

Animal Farm.

The Outsiders.

17. Question:
Would you use canonical or non-canonical texts in class? Justify your answer providing your own
examples. (Unit 7)

Explanation:

Open answer.

Probably both, in order to have more variation.

18. Question:
Would you use canonical or non-canonical texts in class? Justify your answer providing your own
examples. (Unit 7)

Explanation:

Open answer.

Probably both, in order to have more variation.

19. Question:
Would you use literature in the English as a Foreign Language classroom? Why (not)? If so, how?
(Unit 7)

Explanation:

Open answer.

Literature is a key element to be used in class, ever since the Grammar-Translation (as a tool)
method until nowadays (as a resource and part of integral communicative language learning).

It is great for vocabulary and grammar, language awareness, sociolinguistic and pragmatic
competences, and as a source for culture (both Big C and small C).

Also:

- For the language.

- For the context & culture.

- For the sake of Literature (text as art).

- For the involvement or psychology of the reader.

20. Question:
How does Literature relate to History? (Unit 7)

Explanation:

They are intertwined in that History is the background to understand Literature and even to
establish the literary periods, but the latter also reflects on the former through its writing and
passing on to next generations, even reshaping History.

21. Question:
Name examples of English-speaking canonical works. Who are their authors? What is their
background? How does this affect the concept of “canon”? (Unit 7)

Explanation:

Open answer.

(Canon: The standard of excellence in Literature or the Arts.)

Traditionally, the canon has been full of white, male authors, mostly excluding social, ethnic,
political, and other types of minorities.

22. Question:
Is teaching literature in the FL the same as teaching the FL through literature? (Unit 7)

Explanation:
No. It is different in both aims and ways. Teaching FL through Literature focuses on teaching the
skills, while teaching Literature focuses more on the subject matter.

23. Question:
Would you use “non-conventional” literature in the English as a Foreign Language classroom?
Why (not)? If so, how? (Unit 7)

Explanation:

Yes, as students may feel more stimulated and motivated than with more “serious” literature,
through graffiti, comics, computer games, blogs, interactive hypertexts, etc.
24. Question:
Name advantages to the use of literature in the English as a Foreign Language class. (Unit 7)

Explanation:

Advantages: Connection with language in use, development of critical thinking, channeling

culture and identity, connection with feelings and emotions.

Also advantages: Use of authentic materials & real language. “Excuse” to use different language
skills. Cultural enrichment through exposure. Personal growth (involvement, imagination,
creativity…). Motivation.
25. Question:
What is Literature for you? Does Does it include only masterpieces? Justify your answer. (Unit 7)

Explanation:

Originally, its meaning was just the grammar, or the writing formed with letters, but later it
expanded to refer the means for passing on the written cultural heritage from one generation to
another. It is traditionally related to the “Big C” culture. Lately it has included not only
masterpieces, but also pop music and non-traditional forms.

UNIT 8
1. Question:
How would you use a tabloid in class? Justify your answer. (Unit 8)

Explanation:

(Tabloids: ‘yellow’ press.)

Open answer.

Good for wordplay, maybe more engaging topics.

2. Question:
Would you use broadsheets or tabloids in class? Justify your answer providing your own
examples. (Unit 8)

Explanation:

Any, depending on the aim.

(Broadsheets: ‘Quality’ press. Tabloids: ‘yellow’ press.)

3. Question:
What are the two categories of newspaper in English-speaking countries depending on their
contents? What are their characteristics? (Unit 8)

Explanation:

Broadsheets: ‘Quality’ press, more intellectual and serious. E.g., The Times, The Independent, the
Washington Post, the Wall Street Journal.

Tabloids: ‘Yellow’ press, more related to sensationalism and celebrities. E.g. (Red tops) The Sun,
The Daily Mirror, (Middle-market) The Daily Express, The Daily Mail.

4. Question:
Have you ever used newspapers or magazines in class (as student or teacher)? Explain one
activity in which you would use them as a teacher. (Unit 8)

Explanation:

Open answer.

They are useful, either as authentic or adapted material, but we need to be careful with the level.

We can use headlines or the same bit of news to see different perspectives.
5. Question:
Which radio stations in English do you know? (Unit 8)

Explanation:

UK: BBC Radio, LBC, Capital FM, Planet Rock.

Ireland: RTÉ, NT4, Today FM.

USA: NPR, Fox News.

Canada: CBC Radio, CKNW.

Australia: ABC, SBS.

6. Question:
What do you know about the history of radio in English-speaking countries? And about its
categorization? (Unit 8)

Explanation:

English was the first language used in radio transmissions and commercial stations (1906,
1920s).

The BBC was established in 1922.

There are two types of radio stations:

- General, including information, magazines, and other shows.

- Specialized, each one specifying on music, sports, news, etc.

7. Question:
What is the most powerful filmic industry in the world? (Unit 8)

Explanation:

The most powerful filmic industry in the world is probably Hollywood, but it is Bollywood (in
India) the one that makes more movies a year.
8. Question:
What criteria would you follow to select a piece of news, newspaper, or magazine in class? (Unit
8)

Explanation:

Appropriateness to the age and level.

Interest and motivation.

Length considering the purpose.

Language used (vocabulary and grammar).

Potential to generate other activities and tasks.

9. Question:
Where was cinema created? What is the controversy there? (Unit 8)

Explanation:

In Europe, it is frequently considered that it was created by the Lumière brothers, in France. In the
USA, they tend to consider Edison as the creator, in the USA.

10. Question:
Have you ever used songs and music in class (as student or teacher)? Explain one activity in
which you would use them as a teacher. (Unit 8)

Explanation:

Open answer.

They can prompt many types of activities (fill the gaps, literary analysis, etc.).

They are highly motivated and can be used to lead an entire lesson:

- Listen to the song or watch the videoclip (with or without sound).

- Discuss the title.

- Listen paying attention to the lyrics (fill the gaps, read along, etc.).
- Focus on linguistic aspects (grammar, vocabulary, idioms, etc.).

- Final activity as a creative round-up (e.g., write another verse, prepare a videoclip, etc.).
11. Question:
Have you ever used the internet in class (as student or teacher)? How? (If you have not, imagine
how you would). (Unit 8)

Explanation:

General activities.

Spelling and punctuation.

Speaking tools.

Reading and writing.

Listening.

Gaming.

Other.

12. Question:
How would you use a broadsheet in class? Justify your answer. (Unit 8)

Explanation:

(Broadsheets: ‘Quality’ press.)

Open answer.

Good for language.

13. Question:
What do you know about the history of newspapers in English-speaking countries? (Unit 8)

Explanation:

Beginning in the 17th century, but more powerful in the 19th, when true independent press
appears. In the USA, the first were the New York Herald and the New York Tribune. In the UK, The
Times and The Daily Mail.

14. Question:
Can you think of other media besides newspapers, radio, television, and cinema? (Unit 8)

Explanation:

Advertising, music industry, the Internet as a medium itself.

15. Question:
Which television channels/networks in English do you know? What is their editorial policy? (Unit
8)

Explanation:

UK: Channel 4, Sky TV, BBC, ITV.

Ireland: RTÉ.

USA: CNN, NBC, CBS, ABC, FOX.

Canada: CBC, Global, CITV.

Australia: ABC, SBS.

16. Question:
Do you think that the Internet is changing the English Language? How and why? (Unit 8)

Explanation:

English is changing because of the Internet in different ways, especially due to social media,
which are English-dominant:

- Through the growth of cross-cultural communications.

- Because of the emergence of global varieties of English.

17. Question:
Do you know other websites and apps that can be helpful for the English as a Foreign Language
class? (Unit 8)

Explanation:

Open answer.

18. Question:
How would you organize a lesson with media having a major role in it? (Unit 8)

Explanation:

1. Warm-up activities and pre-tasks (to prepare a framework and review the main vocabulary and
structures).

2. During- tasks (to keep attention).

3. Follow-up activities and final task(s) (to deepen the knowledge).

19. Question:
What do you know about the history of television in English-speaking countries? And about its
categorization? (Unit 8)

Explanation:
The first TV transmission was in 1936 (Berlin Olympic games). In the USA, the regular service
started in 1939 and became very important for entertainment, advertising, and propaganda
during WWII.

There are two types of television:

- Regular television network and channels.

- Streaming services, such as Netflix, HBO, Prime Video, Disney+, Hulu, YouTube, Twitch… which
are very popular among young adults.

20. Question:
Have you ever used movies, series (or webseries) in class (as student or teacher)? Explain one
activity in which you would use them as a teacher. (Unit 8)

Explanation:

Open answer.

They are useful because we add the visual part to the linguistic text, and they are highly
motivated.

We can use them as an excuse to produce language in any of the skills.

We can work pronunciation, vocabulary, grammar, listening and productive skills, cultural
awareness, etc.

Still, it is essential to do a proper selection of the material.

21. Question:
What steps do you think should be taken to plan the usage of literary and audiovisual resources
in class? (Unit 8)

Explanation:

1. Warm-up activities and pre-tasks (to prepare a framework and review the main vocabulary and
structures).

2. During- tasks (to keep attention).

3. Follow-up activities and final task(s) (to deepen the knowledge).

22. Question:
Do you think that it is useful to bring to class different media? Justify your answer considering
the possible problems that you may find by using it. (Unit 8)

Explanation:

It is useful because employing different resources is motivational, as it lowers the affective filter
(Krashen’s hypothesis). Still, it is difficult to choose the resources; we need to consider the age,
the topics, etc.
 23. Question:
Why do you think is it useful to use different media in the classroom? (Unit 8)

Explanation:

To show them why English is a global language through press, radio, advertising, movies, and the
Internet.

To provide them with different perspectives, topics, and skills.

To bring the outside world to class.

24. Question:
What is the role of Internet as medium for the use of English (as a foreign language)? (Unit 8)

Explanation:

English is the most international language on the Internet. Around 80% of the world’s
electronically-stored information is in English, and 65% of the internet hosts are in the USA.
25. Question:
Would you consider the Internet as a medium, or as a meta-medium? Why? (Unit 8)

Explanation:

Both. On the Internet we can read newspapers and magazines, listen to music, watch videos and
TV series… But the Internet itself is also a medium of communication through the world wide
web and social media.

26. Question:
Which newspapers in English do you know? What are their political positions and categorization?
(Unit 8)

Explanation:

The Independent, The Guardian, The Pbserver, The Times, The Daily Telegraph.

The Irish Independent, The Irish Times, The Irish Examiner

The NY Times, The Huffington Post, The Economist, The Washington Post, The Washington
Times, The Daily Mail.

The Globe and Mail, The Toronto Star, The Vancouver Sun, The National Post.

The Guardian, The Australian Daily Telegraph.

UNIT 9
1. Question:
What are post-watching activities when using media in the classroom? Give a very brief example
of one of them, explaining it and why you would use it. (Unit 9)

Explanation:

Realized after reading or watching, to deepen and complete the topic and aims and profit from
the previous efforts. They allow for more creativity and imagination and allow a freer practice.

We can consider two types:

- Follow-up, immediately after, such as checking the while- activities (especially the questionnaire
with the summary and selected quote), or some quiz game.

- Avail and final task(s), to enhance creativity. E.g., write a letter to one of the characters,
alternate ending, retelling of the story, adaptation, rapping a poem, paraphrase, write a review…
2. Question:
What characteristics should have the activities (and tasks) we use in class? (Unit 9)

Explanation:

Timing, logical structure, and organization.

Topic and content.

Appropriateness and adequacy.

Methodology.

Time, length and grouping.

SMART:

- Specifiv.

- Measurable.

- Attainable.

- Relevant.

- Time-based.

3. Question:
What are preparation activities when using media in the classroom? Give a very brief example of
one of them, explaining it and why you would use it. (Unit 9)

Explanation:

To introduce the content, activate knowledge, and get a general idea of the topic.

- Discussing the title, poster, cover, trailer, etc.

- Brainstorm on the topic.

- Research on the author /director, his/her times, etc.

- Reading background information.

- Vocabulary-matching exercises to introduce the key words.

4. Question:
Explain what pre-reading/-watching (warm-up) activities are and give examples. (Unit 9)

Explanation:

To introduce the content, activate knowledge, and get a general idea of the topic.

- Discussing the title, poster, cover, trailer, etc.

- Brainstorm on the topic.

- Research on the author /director, his/her times, etc.

- Reading background information.

- Vocabulary-matching exercises to introduce the key words.

5. Question:
Explain what post-reading/-watching activities are and give examples. (Unit 9)

Explanation:

Realized after reading or watching, to deepen and complete the topic and aims and profit from
the previous efforts. They allow for more creativity and imagination and allow a freer practice.

We can consider two types:

- Follow-up, immediately after, such as checking the while- activities (especially the questionnaire
with the summary and selected quote), or some quiz game.

- Avail and final task(s), to enhance creativity. E.g., write a letter to one of the characters,
alternate ending, retelling of the story, adaptation, rapping a poem, paraphrase, write a review…
6. Question:
What is the purpose of using literary and audiovisual resources in the classroom? Should we
focus on entertainment, linguistic matters, culture / values, or any other topic? Justify your
answer. (Unit 9)

Explanation:

It should be as much as possible of entertainment, but also other goals not to be mere a waste
of time (linguistic, cultural, etc.).
7. Question:
Which audiovisual resources would you use in class? Why? (Unit 9)

Explanation:
Open answer.

As many resources as possible in order to include different uses of the language.

Advertisements, news broadcasts, film or book trailers, movies, tv shows series, documentaries,
interviews, webseries, etc.
8. Question:
Explain what while-reading/-watching activities are and give examples. (Unit 9)

Explanation:

They are the ones to avoid passive reading / watching, to maintain attention. Their exposition
later can be used as immediately follow-up activities.

- Reading the text aloud in turns.

- Comprehension questions.

- Reorganization of texts (as a jigsaw).

- Comments or questions while stopping the screening.

- Questionnaire (general, narrative, cultural or linguistic questions, summary, favorite quote).

9. Question:
Why should we use audiovisual resources specifically in class? And, specifically, in the EFL?
Reason your answer. (Unit 9)

Explanation:

It is motivating.

It is fun, entertaining.

It provides meaningful context.

It encourages language acquisition.

It fosters cultural awareness.

It puts language in real use.

Question:
What are the advantages and disadvantages of the Situational Approach?

Explanation:

Advantages: Very useful in early stages and introduction to the language. No need for many
resources. Good for pronunciation and vocabulary. Emphasis on practice.
Disadvantages: Too directed by the teacher, the learner has no control of his/her process. No
creativity.